University of Groningen Let’s talk about stress Harmsen, Ruth

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Let’s talk about stress

Harmsen, Ruth

DOI:

10.33612/diss.107895492

IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below.

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Publication date: 2019

Link to publication in University of Groningen/UMCG research database

Citation for published version (APA):

Harmsen, R. (2019). Let’s talk about stress: beginning secondary school teachers’ stress in the context of induction programmes. University of Groningen. https://doi.org/10.33612/diss.107895492

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APPENDICES

I. Appendices A-J

II

Nederlandse samenvatting

III

Dankwoord

IV

About the author

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Appendix A. Overview stress causes and stress responses scales used in each sample, and

number of items per scale which are used in each sample and the final version of the QEEW-BT

Scale Sample 1 QEEW (N items) Sample 2 QEEW-BT (N items) Final version QEEW-BT (N items) H (t) QEEW-BT Rho (t) QEEW-BT Cron-bach’s alpha QEEW-BT Stress

causes Step 1 Pace and amount of work 11 6 6 .58 .83 .85

Emotional workload 7 6 6 .45 .74 .70

Mental workload 7 4 4 .57 .76 .75

Role conflict 6 6 6 .49 .76 .73

Poor relationship with colleagues 9 6 6 .59 .85 .85 Poor relationship with supervisor 9 5 5 .71 .89 .88

Lack of role clarity 5 4 4 .61 .81 .82

Lack of feedback 7 4 4 .65 .83 .82

Lack of job variety 6 4 4 .68 .86 .81

Lack of learning opportunities 4 4 4 .59 .83 .83

Lack of job autonomy 11 6 6 .55 .83 .80

Lack of participation 8 4 4 .54 .74 .75

Lack of communication 4 4 4 .67 .83 .83

Step 2 Uncertainty about the future 4 4 4 .79 .93 .93 Physical effort 7

Lack of possibilities for contact 4 Lack of career opportunities 4 Lack of remuneration 5 Changes in tasks 5

Step 4 Student misbehaviour* 13 12 .52 .90 .89

Poor relationship with students 1* 8 8 .46 .85 .82 Poor relationship with students 2* 5 5 .44 .76 .76

Poor school climate* 11 7 .40 .78 .77

Education specific workload* 9 9 .36 .80 .80

Stress responses

Step 1 Lack of work pleasure 9 8 8 .42 .74 .74

Lack of organizational commitment 8 8 8 .45 .74 .75

Turnover 4 4 4 .82 .86 .75

Need for recovery 11 8 8 .45 .82 .79

Rumination 4 4 4 .76 .83 .77

Emotional reactions during work 12 9 9 .45 .78 .70

Poor sleep quality 14 7 7 .57 .80 .77

Tiredness during work 16 14 14 .60 .94 .94

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Appendix B. Overview of the factor structures of the QEEW found by van Veldhoven (structure 1a and 1b), found in sample 1 (structure 2a and 2b) and found in sample 2 for the QEEW-BT (structure 3a and 3b)

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Appendix C. Explanation of the technical and statistical terms used in chapter 2

Term Explanation

Confirmatory Factor Analysis

Factor analysis is a method of modelling the covariation among a set of observed variables as a function of one or more latent constructs (constructs that cannot directly be measured like stress). This technique can be used to construct a questionnaire to measure an underlying construct. Two broad classes of factor analytic methods are Confirmatory Factor Analysis (CFA) and Exploratory Factor Analysis (EFA). Whereas both techniques model the observed covariation among variables as a function of latent construct, in EFA the purpose of the models is to identify the latent constructs or to generate hypotheses about their possible structures, whereas the purpose of CFA is to evaluate hypothesized structures of the latent constructs and/or to develop a better understanding of such structures. Therefore,CFA should only be used if the structure of the variables has been previously studied using Exploratory Factor Analysis (EFA) and independent source of data (Bandalos and Finney 2010). In this study CFA was used to examine the underlying latent constructs of the stress variables for the beginning teacher context. CFA was appropriate to use as the structure of the questionnaire was previously studied using EFA and independent source of data by authors (Van Veldhoven & Meijman 1994; Van Veldhoven 1996).

Principal Component Analysis Closely related to EFA is Principal Component Analysis (PCA). This is a method for reducing the dimensionality of a set of observed variables through the creation of an optimum number of weighted composites. This technique is mostly used as a tool in exploratory data analysis and can be used to construct a questionnaire or to explore the new factor structure of a questionnaire when new items have been added (Field 2013). In this study PCAs were conducted to explore the factor structure of the QEEW and later the QEEW-BT.

Mokken Scaling

Unidimensionality

Local independency

Non-intersecting item response curves

H(i) score H(t) score Rho (t)

Mokken scaling is a psychometric method which can be used for data reduction. For a scale to be a Mokken scale it has to meet several assumptions. Firstly, the assumption of unidimensionality. A scale is unidimensional when the items of the scale measure the same latent trait. Secondly, the assumption of local independency. This assumption is met when the response to one item does not influence the response to another item, except for an influence that can be explained from the latent variable which is being measured with the set of items. Further, for a Mokken scale to meet the assumption of the double monoticity model, the last assumption states that the response curves of

the items are not allowed to intersect. The extent to which a set of items is unidimensional is given

by the Loevinger’s coefficient (H). H can be calculated for individual items H(i) and for the overall set of items H(t). A H(i) value of minimal 0.3 and a H(t) value of minimal 0.35 is acceptable (Mokken 1971). The extent to which a set of items is reliable is given by the Rho(t). Rho (t) is comparable to the way internal consistency is calculated with Cronbach’s alpha.

Cronbach’s alpha Cronbach’s alpha, α, is the most common measure of scale reliability. It is a measure of internal consistency, meaning, a how closely related a set of items are as a group. Generally a value of above 0.80 is great and a value below .70 is unacceptable (Field 2013). However, Cortina (1993) argued that such general guidelines need to be used with caution as the value of α depends on the number of items on the scale. As the number of items on the scale increases, the α will increase. Spearman’s rho Spearman’s rho is a non-parametric statistic which can be used to calculate the correlation between

variables when the data has violated parametric assumptions such as non-normally distributed data. Spearman’s test works by first ranking the data, and then applying Pearson’s equation to those ranks (Field 2013). In this study the data violated the assumption of normally distributed data and therefore Spearman’s rho was used for the calculation of the correlations between the variables.

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Appendix D. Model fit statistics and fit indices of the univariate latent growth models (ULGMs) depicting the growth of stress

Fit statistics Stress causes Stress responses

PSY SOC PUPIL DIS TEN EM

Chi-square Value 0.579 1.180 3.504 0.843 0.547 0.304 Degrees of freedom 1 1 1 1 1 1 p Value .447 .277 .061 .359 .460 .582 Scaling Correction Factor for MLR 0.999 0.857 1.673 1.251 1.349 1.367 CFI 1.00 1.00 0.95 1.00 1.00 1.00 TLI 1.01 1.00 0.85 1.00 1.01 1.04 RMSEA Estimate 0.00 0.02 0.08 0.00 0.00 .00 Confidence interval .000, .121 .000, .139 .000, .177 .000, .132 .000, .122 .000, .111 SRMR 0.008 0.011 0.034 0.011 0.009 0.009

Note. PSY stands for high psychological task demands, SOC for negative social aspects, PUPIL for negative pupil aspects,

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Appendix E. Parameter estimates for the univariate latent growth curve models (ULGMs) depicting the growth of stress

Stress scale Parameter Estimate S.E. Est./S.E. Two-Tailed p-value

PSY Intercept mean 5.95 0.09 64.44 <.01

Intercept variance 2.17 0.32 6.85 <.01

Slope mean 0.24 0.04 5.76 <.01

Slope variance 0.08 0.15 0.54 n.s.

SOC Intercept mean 3.94 0.08 47.63 <.01

Slope mean 0.08 0.06 1.31 n.s.

Slope variance 0.43 0.16 2.59 <.01

PUPIL Intercept mean 6.22 0.20 30.43 <.01

Slope mean -0.94 0.10 -9.14 <.01

Slope variance 0.47 1.39 0.34 n.s.

DIS Intercept mean 1.70 0.08 22.83 <.01

Slope mean 0.10 0.06 1.66 n.s.

Slope variance 0.32 0.11 2.83 <.01

TEN Intercept mean 3.86 0.13 28.94 <.01

Intercept variance 4.56 0.70 6.56 <.01 Slope mean 0.04 0.07 0.63 n.s. Slope variance 0.26 0.40 0.65 n.s. EM Intercept mean 1.06 0.07 16.18 <.01 Intercept variance 0.89 0.28 3.17 <.01 Slope mean 0.06 0.06 0.98 n.s. Slope variance -0.08 0.16 -0.50 n.s.

Note. PSY stands for high psychological task demands, SOC for negative social aspects, PUPIL for negative pupil

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Appendix F. Parameter estimates for the multivariate latent growth curve model (MLGM) depicting the growth of stress causes complete cases only (dataset 2)

PSY Intercept mean 5.85 0.11 54.91 <.01

Slope mean 0.24 0.04 5.48 <.01

Slope variance 0.18 0.07 2.62 <.01

SOC Intercept mean 3.77 0.11 34.69 <.01

Slope mean 0.09 0.07 1.35 0.18

Slope variance 0.21 0.08 2.45 <.05

PUPIL Intercept mean 5.92 0.23 25.71 <.01

Slope mean -0.87 0.13 -6.82 <.01

Slope variance 0.38 0.69 0.55 0.59

Note: PSY stands for high psychological task demands, SOC for negative social aspects, PUPIL for negative pupil. Fit

statistics: CFI= 0.921, TLI= 0.905, RMSEA= 0.091, SRMR= 0.053.

Appendix G. Parameter estimates for the multivariate latent growth curve model (MLGM) depicting the growth of stress responses complete cases only (dataset 2)

DIS Intercept mean 1.45 0.08 17.41 <.01

Slope mean 0.12 0.05 2.27 <.05

Slope variance 0.29 0.09 3.33 <.01

TEN Intercept mean 3.72 0.19 19.99 <.01

Intercept variance 4.03 0.58 6.92 <.01 Slope mean 0.09 0.07 1.36 n.s. Slope variance 0.19 0.11 1.66 n.s. EM Intercept mean 0.80 0.07 11.49 <.01 Intercept variance 0.68 0.15 4.60 <.01 Slope mean 0.14 0.05 2.88 <.01 Slope variance -0.02 .06 -0.30 n.s.

Note. DIS for discontent, TEN for tension and EM for negative emotions. Fit statistics: CFI= 0.881, TLI= 0.853,

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Appendix H. Parameter estimates for the univariate latent growth curve models (ULGMs) depicting the influence the induction arrangements on the intercept (and slope) of stress

ULGM Induction arrangement Parameter Estimate S.E. Est./S.E. Two-Tailed P-Value PSY WR Intercept -2.19 0.61 -3.62 <.01 SE Intercept 0.46 0.47 0.97 n.s. PD Intercept -0.13 0.44 -0.29 n.s. TB Intercept -0.52 0.37 -1.42 n.s. SOC WR Intercept -1.98 0.50 -3.96 <.01 SE Intercept -0.25 0.48 -0.53 n.s. PD Intercept -0.11 0.51 -0.22 n.s. TB Intercept -0.82 0.41 -1.98 <.05 WR Slope -0.37 0.29 -1.28 n.s. SE Slope -0.11 0.30 -0.37 n.s. PD Slope 0.25 0.30 0.85 n.s. TB Slope 0.24 0.27 0.89 n.s. PUPIL WR Intercept 1.21 1.09 1.12 n.s. SE Intercept -1.46 0.78 -1.86 n.s. PD Intercept -0.91 0.85 -1.08 n.s. TB Intercept 0.68 0.75 0.91 n.s. DIS WR Intercept -1.43 0.44 -3.24 <.01 SE Intercept -0.02 0.47 -0.04 n.s. PD Intercept 0.10 0.42 0.23 n.s. TB Intercept -0.79 0.28 -2.82 <.01 WR Slope 0.00 0.29 0.01 n.s. SE Slope -0.57 0.26 -2.24 <.05 PD Slope 0.16 0.20 0.77 n.s. TB Slope 0.16 0.23 0.68 n.s. TEN WR Intercept -3.07 0.81 -3.82 <.01 SE Intercept 0.60 0.58 1.02 n.s. PD Intercept 0.10 0.73 0.14 n.s. TB Intercept -0.78 0.46 -1.70 n.s. EM WR Intercept -1.17 0.40 -2.97 <.01 SE Intercept -0.38 0.38 -1.00 n.s. PD Intercept 0.39 0.36 1.08 n.s. TB Intercept -0.71 0.27 -2.65 <.01

Note. PSY stands for high psychological task demands, SOC for negative social aspects, PUPIL for negative pupil aspects, DIS for

discontent, TEN for tension, EM for negative emotions, WR for workload reduction, SE for supporting school enculturation, TB for support for effective teaching behaviour, and PD for supporting professional development.

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Appendix I.

Interview questions beginning teachers

Stayers Part 1

Is it okay if we make a audio recording of this interview?

Good morning/afternoon [introducing ourselves]. We really appreciate your willingness to talk to us today. Data derived from this interview will be used to study the relationships between beginning teachers’ perceived stress causes and stress responses conducted by the department of Teacher Education of the University of Groningen. Through this interview we would like to find out which situations at school cause you to experience stress and which colleagues and activities undertaken by your school make you feel less stressed and supported. Prior to this interview we have sent you an informed consent which you signed, that gives us permission to use the data collected through this interview for research purposes. Is that right? We will make sure that all the information collected through this interview and used for our research can not be traced back to you or your school. In addition, we will first send you all the information we will use so that you can check whether we have understood you correctly during the interview. You can decide at any point in time, even when you see the results of this study, that we are not allowed to use your data. Is that clear to you? Do you agree with this? Good. Then we can now start the interview.

Do you find it difficult to talk about this subject?

Part 2

1. When we sent you the stress questionnaire you indicated that you experience a lot of stress during your work. Can you tell us more about that?

2. What happens to you when (repeat just described situation) ... .What does that do to you? Why? How does it make you feel when something like that happens? Why?

3. Is it important to you to have (e.g. a good relationship with students)? Why/why not?

4. Does it affect how you feel after working hours? If yes: Can you explain in what kind of way?

5. Do these situations occur often?

If so: What does it do to you? Does your response to this kind of situations become more intense/different?

6. Do you feel that these kind of situations occur more or less often over time?

7. Are there colleagues or activities undertaken by your school that support you in handling (mentioned situation)? In what way? How do these colleagues/activities ensure that you experience less stress?

8. What else would help you to experience less stress regarding (the stress cause mentioned).

9. Are there other things besides (mentioned stress cause) that cause you to experience work related stress? If yes: what?

 Repeat the same questions starting at question 2

High psychological task demands

Do you feel that the amount of work is also causing you to experience stress? / You indicated that ... 1. When do tasks cause you to experience stress?

2. Do you consider your duties as a teacher to be important? 3. (see questions 2 to 9, part 2)

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Negative pupil aspects

Do you feel that situations with students can also cause you to experience stress? / You indicated that ...

1. Can you tell us about a situation of last year where student behaviour caused you to experience stress? What happened?

2. Do you find it important to have a good relationship with your students?

3. (see questions 2 to 9, part 2)

Negative social aspects

Do you think that certain situations involving colleagues/your supervisor(s) can also cause you to experience stress? / You indicated that ...

1. Can you tell us about a situation that occurred between a colleague/supervisor and you that caused you to experience stress? What happened?

2. Do you find it important to have good contacts within the school? 3. (see questions 2 to 9, part 2)

Part 3

Stress responses

You indicated that different situations at school evoke tension, dissatisfaction and/or negative emotions. 1. Do you feel that these reactions become more intense as the years of teaching experience increase? 2. Do you feel that these stress causes influence the way you teach? If yes: can you illustrate this with an

example?

3. How do you handle stress causes?

4. What would help you deal with these stress reactions?

Induction arrangements

When you started as a beginning teacher, you were probably offered a few things to support your first years in front of the class. You can think of: an introduction within the school, coaching, classroom observations followed by feedback, courses, etc.

Could you mention the most important things that caused you to experience less stress?

Could you mention the most important things that helped you to deal with stress more effectively?

Final questions

Despite of the stress you experience at work, you still teach. 1. Why?

2. Have you ever thought about quitting teaching? What caused you to think about it? What has kept you from quitting?

If after this interview things come to mind which you would like to add, share with us, or you just want to talk more about it, please let us know.

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Interview questions beginning teachers - leavers

Part 1

Is it okay if we make a sound recording of this interview?

Good morning/afternoon [introducing ourselves]. We really appreciate your willingness to talk to us today. Data derived from this interview will be used to study the relationships between beginning teachers’ perceived stress causes and stress responses conducted by the department of Teacher Education of the University of Groningen. Through this interview we would like to find out which situations at school cause you to experience stress and which colleagues and activities undertaken by your school make you feel less stressed and supported. Prior to this interview, we have sent you an informed consent which you signed, that gives us permission to use the data collected through this interview for research purposes. Is that right? We will make sure that all the information collected through this interview and used for our research cannot be traced back to you or your school. In addition, we will first send you all the information we will use so that you can check whether we have understood you correctly during the interview. You can decide at any point in time, even when you see the results of this study, that we are not allowed to use your data. Is that clear to you? Do you agree with this? Good. Then we can now start the interview.

Do you find it difficult to talk about this subject?

Part 2

1. When we sent you the stress questionnaire, you indicated that you experienced a lot of stress during your work as a teacher. Can you tell us more about that?

2. What happened to you when (repeat just described situation) ... .What did that do to you? (tension, negative emotions, discontent)

3. Was it important to you to have (e.g. a good relationship with students)? Why/why not?

4. Did it affect how you felt after working hours? If yes: Can you explain in what kind of way?

5. Did these situations occur often?

If so: What did it do to you? Did your response to this kind of situations become more intense/different?

6. Did you feel that these kind of situations occured more or less often over time?

7. Were there colleagues or activities undertaken by your school that supported you in handling (mentioned situation)? In what way? How did these colleagues/activities ensure that you experienced less stress?

8. What else would have helped you to experience less stress regarding (the stress cause mentioned)?

9. Were there other things besides (mentioned stress cause) that caused you to experience work related stress? If yes: what?

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High psychological task demands

Did you feel that the amount of work also caused you to experience stress? / You indicated that ... 1. When did tasks cause you to experience stress?

2. Did you consider your duties as a teacher to be important? 3. (see questions 2 to 9, part 2)

Negative pupil aspects

Did you feel that situations with students also caused you to experience stress? / You indicated that ... 1. Can you tell us about a situation where student behaviour caused you to experience stress? What

happened?

2. Did you find it important to have a good relationship with your students? 3. (see questions 2 to 9, part 2)

Negative social aspects

Did certain situations involving colleagues/your supervisor(s) also cause you to experience stress? / You indicated that ...

1. Can you tell us about a situation that occurred between a colleague/supervisor and you that caused you to experience stress? What happened?

2. Did you find it important to have good contacts within the school? 3. (see questions 2 to 9, part 2)

Part 3

Stress responses

You indicated that different situations at school evoked tension, dissatisfaction and/or negative emotions. 1. Did you feel that these reactions became more intense as the years of teaching experience increased? 2. Did you feel that these stress causes influenced the way you taught? If yes: can you illustrate this with

an example?

3. How did you handle these stress causes?

4. What would have helped you deal with these stress reactions?

Induction arrangements

When you started as a beginning teacher, you were probably offered a few things to support your first years in front of the class. You can think of: an introduction within the school, coaching, classroom observations followed by feedback, courses, etc.

Could you mention the most important things that caused you to experience less stress?

Could you mention the most important things that helped you to deal with stress more effectively?

Final questions

You stopped teaching.

1. Why? What was the most important factor?

2. What could have prevented you from quitting teaching?

If after this interview things come to mind which you would like to add, share with us, or you just want to talk more about it, please let us know.

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Appendix J. Beginning teachers’ demands, resources and beliefs regarding teaching and student learning

Name Stayer/leaver Demands (challenges) (Lack of ) Individual resources

(Lack of) Contextual resources

Beliefs regarding teaching and student learning

Daniël Stayer 1. High psychological task demands:

- Was expected to do, and did,

many extra tasks.

2. Negative organizational aspects:

- Tutoring his tutorgroup was scheduled at the same time as other meetings.

- Did not get his nice (requested) tutorgroup his second year. - Had to deal with unreasonable parents.

- Had to mark assignments during the summer holidays, school decided afterwards to not let the results count.

- Advice given during meetings was not used.

- Received 20% extra salary instead of workload reduction.

3. Negative social aspects:

- Supervisor would please parents and students.

1. Personal attributes:

- Is well organized.

2. Self-efficacy:

- Is confident regarding his teaching skills.

3. Coping skills:

- Has strong social networks at school as well as outside of the school.

- Has a four day teaching contract, so he can recharge during the weekends.

4. Effective teaching skills:

- Enjoys teaching, has no issues with classroom management.

- Enjoys the progress students make.

5. Professional reflection: - Is able to reflect on his skills

and abilities.

6. Self-care:

- Is able to prioritize. - Is able to set clear boundaries.

- Only takes fun tasks home. - Exercises after work to empty his head. - Dares to stand up for himself. 1. School/administrative support Induction element: Supporting professional development:

- Meetings for beginning teachers were organized. - Teachers could attend courses.

Induction element: Workload reduction - Did not have to be a tutor

for his first two teaching years.

- Was offered 20% extra pay instead of workload reduction.

2. Support from a mentor Induction element: Supporting effective teacher behaviour:

- Had fixed appointments with coach.

- Subjectcoach and supervisor observed 6 of his lessons.

3. Support from peers and colleagues:

- Close relationships with colleagues from his department.

- Close relationships with other teachers.

4. Working with students

- Close relationships with his students.

- Enjoys the interaction with students.

5. Support from family and friends:

- Shares teaching

experiences with his friends - Shares teaching

experiences with his girlfriend.

1. Beliefs regarding teaching and student learning

- Enjoys the progress his students make. - Enjoys teaching his students language and literature.

- Like to make the difference.

- Enjoys to notice that his students start to think differently.

Marlijn Stayer 1. High psychological task demands:

- Finds it hard to get a good work-life balance.

- Had to design her lessons.

- Was not prepared for her role as

tutor. Tutor preparation course was organized at one of her non-working days.

- Intervision session was also organized at one of her non-working days.

3. Negative social aspects: - Had a big argument with a

colleague.

4. Negative pupil aspects:

- Had a difficult tutor group.

1. Personal attributes

- She is not a quitter.

- Gained confidence to set boundaries towards student behaviour and workload. - Gained confidence in her teaching skills.

3. Coping skills

- Does notice when her work-life balance gets in a disbalance and takes action. - Uses her social network at school to ask for help when needed.

- Knows when she has made a mistakes, learns from it and moves on.

4. Effective teaching skills: - Enjoys teaching. 1. School/administrative support Induction element: Supporting professional development:

- School organizes useful courses.

- Had two coaches, one she

consulted regularly.

- Consults colleagues when

needed.

- Shares and discusses teaching experiences with colleagues.

- A good lesson is a

lesson in which students are stimulated to absorb the lesson material in some sort of way. - Sets clear boundaries in her classroom concerning appropriate behaviour.

- Connects well with students who are enthusiastic, dare to participate in her lessons and work hard.

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- Had difficulties with classroom management at the start of her career.

- Gained confidence to take

action when needed. - Sets clear boundaries in the classroom concerning appropriate behaviour. - Learnt to improvise to attend to students ‘needs. - Can predict well how a lesson will go.

5. Professional reflection:

- Knows that despite not being a perfect teacher she has made real progress. - Knows how to reflect on herself well, notices when she could improve something, evaluates it, and then acts differently the next time.

6. Self-care:

- Picked up exercising again

to get a healthy work-life balance.

- Exchanges lesson materials with her colleagues. - Close relationship with coach.

- Close relationships with colleagues.

- Close relationship with another beginning teacher. - Feels supported by her supervisor.

4. Working with students: - Close relationships with

some of her students. - Enjoys the interactions with the students.

- Shares her teaching experiences with her partner and mother.

- Gets motivation from students who participate in her lessons.

- Is confident and enjoys to improvise in her lessons. - Enjoys teaching.

Niek Stayer 1. High psychological task demands:

- Had to design a great amount of lesson materials during his first years.

- Is the only chemistry teacher teaching the upper groups (in Dutch bovenbouw), therefore he has to do everything by himself. - Works around 2 to 3 hours after work to finish his work. - Studied to become a first degree teacher besides his job as a second degree teacher.

- There are students in his tutor group with issues.

1. Personal attributes: - Uses humor when he

teaches.

2. Self-efficacy

3. Coping skills

- Does not take students’ issues personally. - Learnt how to plan realistically.

- Started to prioritize tasks.

- Has no difficulties with classroom management and no issues with students’ behaviour.

-Enjoys teaching.

- Enjoys to improve his teaching skills and is willing to invest in this personally.

6. Self-care:

- Sets clear boundaries concerning what students, supervisors and colleagues can expect from him. - Spends one day a week for swimming. 1. School/administrative support Induction element: Supporting professional development:

- Courses were organized. Induction element: Workload reduction: - Was tutor of a group of

students from his first year onwards.

- Was allocated an experienced coach who could be consulted anytime.

- Has close relationships with the teachers from his department.

4. Working with students:

- Has close and meaningful relationships with his students.

- Enjoys the interaction with his students.

- Describes some of the

projects as a lot of work, however, does feel satisfied when the implementation of the projects go well. - Feels responsible for his students’ wellbeing, however, is able to set emotional boundaries. - Improving his teaching skills is something he enjoys and gives him energy.

- Providing the best support to stimulate student’ learning gives him joy.

- Likes it when students show their gratitude for his teaching.

- He enjoys to see his students make progress.

Pieter Stayer 1. High psychological task demands:

- Experiences a heavy workload.

- Feels that his time to prepare lessons well gets jeopardized by all the other tasks he has to do.

- Experiences uncertainty

regarding his contract

- Received extra salary instead of workload reduction.

1. Personal attributes: - Enjoys interacting with

people.

- Is pro-active: made his own

teaching schedule to ensure he had a convenient one. - Started a homework group for students to attend after school if they had not done their homework.

- Shared his teaching experiences with people.

4. Effective teaching skills: - Has no difficulties with

classroom management. 1. School/administrative support Induction element: Supporting professional development:

- Was offered a course for

tutorship.

- Was offered intervision meeting, however, he did not find these useful so quit going to these meetings.

Induction element: Workload reduction: - Received extra pay instead

of workload reduction.

Induction element: school enculturation:

- Finds it important that

his students learn. - Prioritizes being good teacher above being liked by his students. - He has some basic rules students have to follow in the classroom. - Tries to make his subject more fun being introducing games as he

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- Is able to reflect on his teaching skills. - Enjoys improving his teaching skills.

6. Self-care:

- Makes sure he always sleeps well at night.

- Devotes one day a week to swimming which he greatly enjoys.

- Received an introduction to

the school and the school system on his first day.

Induction element: workload reduction - Did not have to be a tutor

in his first teaching year, was a co-tutor in his second year, and tutor in his third year.

- Was allocated two coaches. 3. Support from peers and colleagues:

- Had close relationships with multiple colleagues who kept an eye out for his health and with whom he shared experiences with .

4. Working with students: - Enjoys teaching.

is aware that mathematics is not a popular subject to study. - Wants his students to succeed.

- Wants his students to make the most out of his lessons, he does not care that he has to be strict sometimes to achieve this.

Roos Stayer 1. High psychological task demands:

- Tutored a group of students in her second teaching year. - Gets especially stressed during the “peak moments” where she has to do lots of extra tasks in the evenings and she can no longer maintain her healthy work-life balance.

- Had to create lesson materials for all her classes during her first year. - Felt pressure to tutor weak students to increase their exam results.

2. Negative organizational aspects

- Had to do many extra tasks. - Had to tutor a group unprepared in her second teaching year.

3. Negative social aspects - Parents complain a lot.

- No fixed appointments with her coach, neither after requesting this. - Did not receive any information regarding her school when she started.

- Was offered intervision sessions during her second year as a teacher, however, the sessions focused on classroom management which was not an issue for her. - Received extra pay instead of workload reduction.

1. Personal attributes: - Enjoys students’ progress. 2. Self-efficacy:

- Is confident regarding her teaching skills.

3. Coping:

- Is pro-active.

- Is able to prioritize tasks. - Sets clear boundaries concerning workload to maintain a healthy work-life balance.

- Dares to say “no” to extra work.

4. Effective teaching skills: - Teaching goes well.

- She masters the curriculum.

5. Professional reflection - Able to reflects on her

teaching skills.

6. Self-care:

- Decided to teach 4 days a week to maintain a healthy work-life balance. - Exercises every day after work to empty her head. - Makes sure she maintains a healthy work-life balance.

1. School/administrative support

Induction element: Supporting professional development:

- Intervision meetings were

organised.

Induction element: Workload reduction: - Received extra pay instead

of workload reduction.

- Received lessons

observation and feedback. - had two coaches.

- Warm and supportive

colleagues.

- Build a database with lesson materials together with her colleague, this way each year it will be easier to prepare lessons.

4. Working with students: - Pleasant conversations

with her students. - Good relationships with her students and with other students in her school.

- Felt a great amount of support from her boyfriend during her first year as a teacher.

- Feels responsible for

her students’ wellbeing. - Feels emphatic towards her students.

- Finds it hard to set emotional boundaries, personal situations of students do influence her wellbeing also after school.

- Close relationships with many of her students.

- Prioritizes being a good teacher above being liked by her students, but is both at the moment. - Enjoys building meaningful relationships with her students. - Gets energy from her students’ energy. - Having memorable moments with students and booking successes with them outweighs the heavy workload of the teaching job. - Enjoys students’ progress - Enjoys to see her students graduate after having taught them for multiple years.

Esther Leaver 1. High psychological task demands:

- Felt the number of students in her

classroom was too high. - Had to teach many different student groups.

- Has a passion for education. - Finds it important to make a difference.

- Had to teach difficult and big groups of students.

Induction element: Workload reduction - Did not have to be a tutor.

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- Department meetings were

scheduled on non-working days. - Felt that the number of teachers in her intervision group was too high (15 teachers)

- Intervision sessions were scheduled on her non-working days.

- Received teaching materials three days for the start of the school year.

- The communication regarding the induction programme was late. - Found it frustrating that teacher changed their plans and decision in order to please parents.

- She and her school had a different philosophy regarding teaching and students.

3. Negative social aspects: - Within her department there was

no consultation.

- She did not get support from the head of department, not even when she asked for help.

- Felt that she could not consult anyone at her school to share her worries and experiences with.

4. Negative pupil aspects: - Had difficulties with classroom

management.

- Often felt like she was only managing misbehaviour instead of teaching her lessons.

- Sometimes students completely ignored her.

- Feels that students are responsible for their own learning.

- She feels that she would be better able to teach to smaller number of students. - Feels that she is better able to teach smart students.

- Did not have a strong social

network at her school. She felt she could not consult anyone at her school to share her experiences.

- Asked for help a few times but did not get it.

- Had difficulties with classroom management. - Felt like all her time and energy was spend on managing misbehaviour instead of teaching. - The curriculum was too simple for her, she did not know how to teach this. - She felt that she would be better able to teach smart students.

- She preferred to teach small groups over big groups of students.

- Noticed that she had difficulties with classroom management.

6. Self-care:

- She decreased her teaching days from 4 days to 3 days. - She dropped her two most difficult classes.

- The school offered intervision meetings. - Two of her lessons were observed and she received feedback.

- The school offered an introduction programme.

- She was allocated a coach. 3. Support from peers and colleagues:

- Felt that she could not consult anyone in her school.

4. Working with students:

- Feels to be better able to teach smarter students. - Feels to be better able to teach small groups of students instead of big groups.

- Feels that students are responsible for their own learning. Wants students to be self-motivated and driven to learn.

- Felt a loss in energy when students did not listen to her. - Felt sometimes more like a police then a teacher.

- Students need to be intrinsically motivated in order to teach them. - Students need to be intrinsically motivated, if they are not she feels like she is wasting her time.

- Prefers smaller groups of students.

- Feels that students need to learn to be independent, school feels differently. - Students should do their home work and listen during class only then she can teach well. - Teaching was exhausting her. - Feels to be better able to teach smarter students.

- The curriculum was too simple for her, she did not know how to teach this.

Kristel Leaver 1. High psychological task demands:

- Found it difficult that the number

of students in her classroom was high (30/31 students).

- Difficulty taking breaks as there were always students or colleagues who wanted something.

4. Negative pupil aspects: - Found it difficult sometimes that

some students were not motivated at all.

- Did not get on well with some of the male students.

- Could become fierce in case students were disrespectful.

1. Personal attributes: - Intrinsically motivated to

teach people.

2. Self-efficacy: - Internal locus of control. 3. Coping skills:

- Actively asked for help. - Kept thinking about things that didn't go well after work. - Had a strong network at school.

- Shared her experiences with others.

- Difficulty with classroom management.

5. Professional reflection: - Realized certain things were

not going well, wanted to do those things better and solve them, but could not work it out sometimes. 6. Self-care: 1. School/administrative support Induction element: Supporting professional development:

- The school offered

intervision meetings. - Was offered a course for tutorship.

Induction element: Workload reduction - Had her own classroom.

- Was tutor from her fifth year

- Observed her colleagues - Had a coach who taught the same subject whom she could always ask for help and who would regularly observe her.

- Received support from colleagues, supervisor and school head.

- Had a good relationship with some of her students.

- Felt that the number of students in her classroom was too high. - Found teaching to large groups of students not easy and it did not become easier through the years

- Wanted every student to understand the curricilum.

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- Liked it when students were motivated and started to understand the curriculum. - Had absolutely no connection with the male students.

Thomas Leaver 1. High psychological task demands

- Some classes were packed with approximately 30 students. - Would have been made tutor when he would get a permanent contract, but he had negative feelings towards the idea of becoming a tutor. - Had to stay at school for detention of his students. - Had to think of something to do for his students who had detention. - Found it hard to differentiate between students who already understood the subject and those who needed extra instructions.

- The detention system caused a

lot of extra work and frustration for teachers (when a teacher removed a student from class the students had to stay after school time where the teacher had to make up extra assignments for the students to complete.

- The teachers who taught the same subject were divided over three buildings.

3. Negative social aspects

- Sometimes felt like a stranger among his colleagues when he was teaching at a different location. - Sometimes had to justify his decision to send off a student to his supervisor.

4. Negative pupil aspects - Could not figure out how to

improve his relationship with students and began to not looking forward to anything that had to do with students.

- Some lessons really got out of hand, during one lesson one of the students lay down on the ground and 3 people had to remove the student from class.

- The misbehaving students drained his enenergy.

- Has perseverance, has taught for several years even though it didn't go well. Quit after he got a permanent contract because he had proven that he could do it.

- Had the feeling he might not

be suited for teaching. - Had the feeling he did not get things done with students that other teachers did get done.

3. Coping skills: - Found it hard to let go of

things that happened at school:

* Was still thinking about it at home

* If students asked him something after class he said they should have paid attention during class. * Could get really angry at students.

* Was completely empty after a day’s work.

- Had a network within the school .

- Asked for help.

4. Effective teaching skills: - had geen overmacht in de

klas .

- His instructions were not understood as meant. - Could not figure out “what he was lacking” compared to other teachers.

- Knew that it was not going well in his classes compared to other teachers.

- Was open to receive feedback.

- Was motivated to find out how he could improve his lessons.

6. Self-care:

- Consciously chose to do everything school related at school.

- Arranged in his final year that he had certain classes so that he had to prepare less.

- the school offered intervision meetings.

Induction element: Workload reduction:

- Was offered 20% workload reduction.

- Did not become a tutor.

- Was linked to an experienced teacher, who always wanted to help and was good with students. - The team leader regularly came to watch.

- Close relationship with some colleagues

- Really wants students to learn something but they have to pay attention during class.

- Wants the best for his students.

- Frustrating relationship with some students because they did not want to listen to him, they needed to say for detention.

- Could get really angry at students if they misbehaved. - Played soccer occasionally with a teacher team against a student team.

- Tried to teach “by the book” but that didn’t work.

- At a certain point he was spending more time managing misbehaviour instead of teaching. - Felt anger towards misbehaving students. - A good lesson to him is: explaining something briefly, letting the students try it, and walking around for any questions from students and then the students have to work quietly. - Really wants to help students during class. - Found the most difficult thing about teaching that he did not know how students would react to his lesson and how he should respond to these situations.

- Took the misbehaviour of his students personally.

- Started teaching with the idea “I like to teach people something”.

Willem Leaver 1. High psychological task demands

- Had a lot of extra work by letting students stay for detention. - Had to design exams for some of his classes.

- Loves a joke in class. - Believes that he can focus well. 2. Self-efficacy: - External attribution: 1. School/administrative support Induction element: Supporting professional development:

- School offered intervision.

- Describes a typical lesson as: explaining what they will do in

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- Experienced a “bad school culture” students started very motivated but soon became unmotivated to do well in school. - Felt like the school leader listened more to parents and students rather than teachers. - There was no sanction for the student when they got dismissed, teacher had to justify the discussion to the coordinator. - The coordinator had a double role in sending students out; he was the student's mentor as well as the authority that had to decide on the consequences the students faced by getting expelled. - No fixed appointments with coach, had to get appointments spontaneously.

3. Negative social aspects

- Did not feel supported by the coordinator when dismissing students.

- Did not feel supported by the supervisor when students had complained that it was not fun in his class. This was assumed to be true and a coach was appointed who told him to change his class management rules.

- Felt that the third colleague in the section did not make a sufficient contribution.

4. Negative pupil aspects

- Students complained about the classroom management system.

* Believes that the school culture caused the students to become annoying

* School leaders pleased students’(parents) instead of teachers.

* Felt that third colleague in the section was not competent and did not do enough. * Felt that students in his class had lack of knowledge because his colleague made easy exams the year before. * Felt that the section worked against him when it came to dismissing students. * Felt that many of his students had problems (e.g. divorced parents) which was reflected in their behaviour. * The Dutch educational system frustrates him as it focusses too much on grades.

- Could not sleep well due to the stress

- Woke up crying and decided to quit teaching.

- If he gave the students freedom to work by themselves, this did not happen.

- Developed a whole system to control undesirable behaviour, the students did not like this.

- To his opinion his classroom management system was working well.

6. Self-care:

- Tried not to work longer than his contracted hours. - Experienced the school as a source of stress (especially the lack of support).

- Had a coach after students complained about the class athmosphere.

Induction element: Workload reduction - Did not have to be a tutor. 2. Support from a mentor Induction element: Supporting effective teacher behaviour:

- Had a mentor but no fixed appointments.

- Felt the need to share his experiences with someone but felt no one was available.

- Shared workload with a colleague.

4. Working with students - Could get along with some

students but not with others. - His values did not match with the students. - Talks about a punishment system to control students. - Got frustrated when things were not going well in the classroom.

- Tried to solve his problems by himself.

class, followed by about 15 minutes explaining a piece of grammar, working 20-25 minutes themselves, seeing what they did, a few more exercises, discussing and then just keep track of who did (not) finish work.

- To his opinion the classroom is a place to work.

- Finds that students do "something naughty" when they display behaviour that the teacher finds not suitable for the classroom. - Found it necessary to develop a system in which "naughty behaviour" was punished. - Punishing "naughty behaviour" should prevent it from occurring frequently during class. - Found that his "non-Christian" classes had a different lifestyle, more outspokenly selfish, compared to classes in Christian schools. - To his opinion "hypocrisy" in a Christian school can have a positive effect on class behaviour, which helps the class atmosphere. - Believes that the student's behaviour is due to problems at home "otherwise it won't happen" - Believes that an upbringing in which parents stay together and norms and values are taught, forms the basis of good behaviour. - Believes that children of divorced parents and children who go to day care received relatively little attention since childhood and do not really develop proper norms and values.

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Samenvatting in het Nederlands

Lesgeven op de middelbare school is stressvol. Af en toe een beetje druk kan

motiverend werken, maar langdurige stress heeft onder andere negatieve gevolgen voor de gezondheid van de docent en voor de prestaties van leerlingen. Vooral beginnende docenten kampen met stress. Een groot percentage van deze beginners verlaat de beroepsgroep dan ook binnen vijf lesgeefjaren. Dit is ongunstig aangezien er sprake is van een lerarentekort. In de Lerarenagenda van 2013-2020 stelde het ministerie van Onderwijs, Cultuur en Wetenschap (OCW) dat alle beginnende docenten in 2020 een driejarig begeleidingsprogramma (inductieprogramma) moeten volgen op de werkplek. Het doel van deze inductieprogramma’s is om de overgang van de lerarenopleiding naar het lesgeven soepeler te laten verlopen. Deze programma’s lijken potentie te hebben om stress bij docenten te verminderen. Wetenschappelijk onderzoek naar de effectiviteit van de individuele inductie-elementen op stress van beginnende docenten was tot op heden nog niet uitgevoerd. Daarnaast is er nog weinig onderzoek gedaan naar de relatie tussen stress bij beginnende docenten en hun lesgeefgedrag en voortijdige

beroepsverlating. Inzicht in deze relaties en de effectiviteit van inductie-elementen is belangrijk om te bepalen hoe we docenten goed kunnen ondersteunen zodat ze minder stress ervaren, effectief les kunnen geven en het onderwijs niet voortijdig verlaten. Daarom wordt in dit proefschrift onderzoek gedaan naar stress van beginnende

middelbare school docenten in de context van inductieprogramma’s en naar de relaties tussen stress van beginnende docenten, hun lesgeefgedrag en beroepsverlating.

Hoofdstuk 1: theoretische raamwerk

In hoofdstuk 1 is het theoretisch raamwerk van dit proefschrift uitgewerkt. Hierin wordt aan de hand van een conceptueel stressmodel uitgelegd hoe we het ontstaan van stress en de gevolgen van stress bij beginnende docenten zien. Daarnaast worden de onderzoeksvragen van dit proefschrift gepresenteerd.

Er bestaat geen consistente definitie van stress in de wetenschappelijke literatuur. Gegeven de vele definities van stress wordt in dit proefschrift de term stress meer gebruikt als een label om een specifiek gebied van onderzoek te vermelden. In dit proefschrift wordt stress van docenten verdeeld in: (1) stressoorzaken, (2) stressreacties en (3) stressuitkomsten. Stressoorzaken zijn alle aspecten van de inhoud van het werk en de werksituatie die invloed hebben op de cognitie, motivatie en emotie van de docent. Stressreacties refereren naar de mentale interpretatie van de docent wanneer zij

stressoorzaken ervaart en stressuitkomsten zijn de organisatorische uitkomsten die het resultaat zijn van aanhoudende stressoorzaken en stressreacties.

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Om de relaties tussen stressoorzaken, stressreacties en stressuitkomsten te begrijpen is een analysekader geconstrueerd gebaseerd op het Transactioneel Model van Stress en het Belasting-belastbaarheid model (zie Figuur 1.1, p. 10). Stressuitkomsten zoals beroepsverlating worden hierin als het resultaat gezien van de interactie tussen een persoon (in dit geval de docent) en haar omgeving (in dit geval de school of het klaslokaal). Zoals opgemaakt kan worden uit Figuur 1.1 spelen hierbij verschillende elementen een rol. Een van die elementen is de persoon. Een persoon heeft bepaalde opvattingen en individuele hulpbronnen. De opvattingen van een persoon kunnen gezien worden als hoe een persoon zichzelf ziet en hoe deze persoon haar omgeving waarneemt. Opvattingen van een persoon vormen haar verwachtingen van wat er gaat gebeuren, wat zij vreest en waar zij op hoopt. In het geval van docenten heeft dit ook betrekking op het werk zelf: lesgeven en het leren van leerlingen. Individuele hulpbronnen hebben invloed op wat een persoon wel en niet kan doen. In het algemeen zijn hulpbronnen sociale, organisatorische, fysieke of psychologische aspecten die bruikbaar zijn bij het behalen van werkdoelen, het reduceren van werkbelasting en de daarbij behorende fysieke en psychologische belasting, stimuleren van ontwikkeling, leren en persoonlijke groei. Voorbeelden van individuele hulpbronnen zijn goed voor jezelf zorgen, zelfinzicht hebben en flexibel zijn.

Het volgende element dat een rol speelt in de interactie is de omgeving, dat in dit proefschrift betrekking heeft op de werkbelasting en de contextuele hulpbronnen. Werkbelasting zijn de

organisatorische, sociale, fysieke en psychologische aspecten van het werk die continue psychologische en/of fysieke inspanning en vaardigheden vragen van een persoon. Contextuele hulpbronnen kunnen helpen om met de door stress veroorzaakte werkbelasting om te kunnen gaan. Een aantal voorbeelden hiervan zijn hulp van collega’s, het hebben van een coach en steun van familie en vrienden.

Er vindt dus een interactie plaats tussen de docent en haar omgeving, dit wordt de persoon-omgeving interactie genoemd. Deze interactie leidt tot de primaire beoordeling waarbij de docent evalueert of de situatie waarin zij zich bevindt aandacht van haar vraagt en of de situatie negatief is. Bijvoorbeeld, een docent heeft als opvatting dat leerlingen het beste leren wanneer het stil is in de klas. Wanneer in haar klas een aantal leerlingen aan het kletsen zijn vraagt deze situatie om haar aandacht en wordt deze situatie als negatief ervaren. Deze situatie kan dan ervaren worden als een stressoorzaak. Daarna vindt de tweede beoordeling plaats, hierbij evalueert de docent of zij hulpbronnen heeft (individueel of contextueel) om met deze situatie om te gaan. De docent kan bijvoorbeeld van haar coach hebben geleerd om met een dergelijke situatie om te gaan.

Het volgende element is de stressreactie. Stressreacties kunnen fysiologisch, affectief of gedragsmatig zijn (bijv. geïrriteerd voelen, boos worden) en zijn het directe gevolg van de

stressoorzaken. Hulpbronnen kunnen de relatie tussen stressoorzaken en stressreacties verzachten. Als de docent bijvoorbeeld het advies van haar coach gebruikt om de leerlingen succesvol weer stil te krijgen zal de docent minder spanning ervaren dan wanneer zij geen raad weet met de situatie.

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De stressreacties leiden tot stressuitkomsten, dit zijn de langetermijngevolgen van

aanhoudende stressoorzaken en stressreacties. Hierbij kun je denken aan een docent die uiteindelijk het beroep verlaat omdat zij het klassenmanagement niet op orde krijgt.

Samengevat, dit analysekader wordt in deze dissertatie gehanteerd om meer inzicht te krijgen in de stresservaringen van beginnende docenten in de context van inductieprogramma’s en naar de relatie tussen stress van beginnende docenten, hun lesgeefgedrag en voortijdige beroepsverlating. Om hier een duidelijk beeld van te krijgen zijn vier deelvragen geformuleerd:

1. Hoe kan stress van beginnende docenten worden gemeten?

2. Hoe is stress van beginnende docenten gerelateerd aan hun lesgeefgedrag en voortijdige beroepsverlating?

3. Wat zijn de longitudinale effecten van inductie-elementen op stress van beginnende docenten?

4. Wat zijn de verschillen tussen erg gestreste beginnende docenten die les zijn blijven geven en erg gestreste beginnende docenten die binnen vijf lesjaren zijn gestopt met lesgeven?

Hoofdstuk 2: Hoe kan stress bij beginnende docenten worden gemeten?

In dit hoofdstuk staat de vraag centraal: hoe kan stress van beginnende docenten gemeten worden. In het hoofdstuk worden twee studies beschreven. In studie 1 werd allereerst onderzocht welke

stressoorzaken vaak voorkomen in de wetenschappelijke literatuur over stress bij docenten.

Vervolgens werd gekeken naar de inclusie van deze stressoorzaken in bestaande stressvragenlijsten. Omdat geen enkele stressvragenlijst al deze stressoorzaken bevatte, is gekozen om een robuuste en veel (internationaal) gebruikte stressvragenlijst als basis te kiezen voor ons onderzoek naar stress bij beginnende docenten, de Vragenlijst Beleving en Beoordeling van de Arbeid (VBBA). Deze

stressvragenlijst bestaat uit 201 vragen die gegroepeerd zijn in 27 schalen (groepen van vragen over hetzelfde onderwerp). Met een steekproef van 356 beginnende docenten werd onderzocht welk van de schalen relevant waren voor het meten van stress bij beginnende docenten. Irrelevante schalen werden verwijderd. Daarna werd op de relevante schalen Mokken-schaal-item-reductie toegepast om het aantal vragen in de vragenlijst te reduceren. Vervolgens zijn de stressoorzaken die relevant bleken uit de literatuur om stress bij docenten te onderzoeken toegevoegd aan de vragenlijst. Ook op deze schalen werd Mokken- schaal-item-reductie toegepast waarna de nieuwe versie van de

stressvragenlijst ontstond: de Vragenlijst Beleving en Beoordeling van de Arbeid- Beginnende Docenten (VBBA-BD).

Studie 2 focust op het testen van de nieuwe versie van de vragenlijst. Uit de resultaten van hoofdstuk 1 blijkt dat de VBBA-BD een betrouwbaar en valide instrument is om stressoorzaken en stressreacties bij beginnende docenten te meten.

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Hoofdstuk 3: Hoe is stress van beginnende docenten gerelateerd aan hun lesgeefgedrag en beroepsverlating?

In hoofdstuk 3 worden de relaties tussen stressoorzaken, stressreacties (spanning, negatieve emoties en ontevredenheid) en stressuitkomsten (lesgeefgedrag en voortijdig beroepsverlating) van beginnende docenten onderzocht. 143 beginnende docenten deden mee aan deze studie. De drie grootste

stressoorzaken bij deze docenten zijn: (1) een hoge psychologische werkdruk (bijv. veel lesuren), (2) negatieve leerlingaspecten (slechte docent-leerling relaties en gedragsproblemen van leerlingen) en (3) negatieve sociale aspecten (bijv. slechte relaties met collega’s). We vonden dat hoe meer

psychologische werkdruk beginners ervaarden hoe meer spanning dit opleverde. Daarnaast dat hoe meer negatieve leerlingaspecten ze ervaarden hoe meer spanning, negatieve emoties en

ontevredenheid dit opleverde. Tenslotte, hoe meer negatieve sociale aspecten de beginners ervaarden hoe meer dit leidde tot ontevredenheid.

Ook blijken stressreacties sterk samen te hangen met stressuitkomsten. Hoe sterker de beginners negatieve emoties ervaarden hoe minder goed ze waren in het lesgeven zelf. Tenslotte, hoe meer ontevreden de beginners waren hoe waarschijnlijker het was dat ze het beroep gingen verlaten.

Hoofdstuk 4: Wat zijn de longitudinale effecten van inductie-elementen op stress van beginnende docenten?

De effecten van de volgende vier inductie-elementen op de stressbeleving van docenten zijn onderzocht: (1) vermindering van werkdruk, (2) het ondersteunen van enculturatie

(gewenningsproces) in de school en het schoolbeleid, (3) het ondersteunen van professionalisering en (4) het ondersteunen van effectief lesgeefgedrag. Enculturatie is het proces waarbij de startende leraar in de beroeps- en schoolcultuur van de school wordt opgenomen en actief deel uit gaat maken van de beroepsgroep en schoolgemeenschap. Het doel van het ondersteunen van enculturatie is dat de docent zich thuis gaat voelen in het beroep en snel haar weg vindt binnen de school, zich opgenomen voelt en een bijdrage gaat leveren aan de verdere ontwikkeling van de school.

Daarnaast werd de invloed van deze inductiearrangementen op de toename of afname van stress van de beginnende docenten over een periode van drie jaar onderzocht. 393 beginnende docenten deden mee aan dit onderzoek en zijn over een periode van drie jaar gevolgd. Beginnende docenten die werkdrukreductie hadden tijdens hun eerste schooljaar ervaarden minder werkdruk, minder negatieve sociale aspecten, minder spanning, minder negatieve emoties en ontevredenheid aan het eind van dat schooljaar. Daarnaast hoe de beginners gewend waren geraakt aan de school

(enculturatie) tijdens hun eerste schooljaar, hoe lager de ontevredenheid van deze beginners in de twee daaropvolgende schooljaren. Ook werd gevonden dat hoe meer ondersteuning voor effectief

lesgeefgedrag werd ervaren tijdens het eerste schooljaar, hoe minder ontevredenheid en negatieve emoties de beginners ervaarden aan het eind van dat schooljaar. De ondersteuning van